PERFORMANCE ASSESSMENTS Performance Assessment Purpose To provide a

PERFORMANCE ASSESSMENTS

Performance Assessment �Purpose: To provide a culminating Unit assessment in which students demonstrate achievement of the Unit Goal through performance of a task. �Basis: Students with different learning styles can demonstrate achievement in a holistic way that differs from the typical Traditional Test. �Forms: A PA is expressed in 2 ways: �As a SWBAT statement, and �As the “prompt” that is given to students.

The Performance Assessment �Includes previously unseen material that addresses the Diocesan Unit Concept at the critical-thinking level of the Diocesan Unit Goal, �Is holistic in nature, often allowing students to make decisions about the content, �Allows Basic, Proficient, Advanced achievement, and �Is completed I&I (individually and independently).

Constructing Performance Assessments � Projects and presentations are performance assessments only if: �They allow students to demonstrate achievement of Unit Goal critical-thinking about the Unit Concept �The performance is done independently & individually (I&I) on previously unseen material � Younger students and ELLs may benefit from scaffolds and graphic organizers � Good performance assessments allow students to make decisions about the content

Sample – 3 rd Grade Language Arts Estim Unit ated # Concept # of or Days Question 1 2 Unit Goal Sentence SWBAT s and describe the Paragrap logical 12 hs and connection their between Logical particular Connecti sentences ons and paragraphs. Unit Rationale Unit Commo Assessment n Core) The ability to SWBAT SIT. 3. 8 follow the logic complete a of text is an cause/effe essential step ct graphic in determining organizer for a text meaning. science article.

Sample – 8 th Grade Language Arts Estimate Unit # d # of Days Unit Concept or Question Unit Goal Unit Rationale Unit Assessment Stand ards (Com mon Core) 1 2 17 SWBAT Theme identify and of a Text analyze the developme nt of theme over the course of the text. Reading literary SWBAT works is less than analyze the satisfying if the development RSL. reader is unable of theme in 8. 2 to identify the Frost theme and the poem The elements of the Road Not work that develop Taken theme.

Sample – 10 th Grade English Estimated Unit Concept Unit # # of Days or Question Unit Goal Unit Rationale Unit Assessment Standards (Common Core) 1 2 21 SWBAT Readers must Point of Determine an recognize that SWBAT RSIT. 10. View author’s point authors have a analyze the 6 of view or point of view, political purpose in a must be able point of view text and to identify, of a analyze how an describe, and newspaper author uses see how the endorsemen rhetoric to author t of a advance that advances their candidate. point of view or view. purpose.

PA Prompt 2 nd Grade – LANGUAGE ARTS Unit Concept: Clear Explanations Unit Goal: SWBAT write an explanatory article in which they introduce a topic, using facts and definitions to develop points and providing a concluding statement or section. Unit Assessment: SWBAT write an explanation of a recent school or classroom event. Performance Assessment Prompt: Last week, a forest ranger talked with our class. Explain in writing what forest rangers do, how they go about doing their job, and why their job is important to us.

PA Prompt 6 th Grade – LANGUAGE ARTS Unit Concept: Words and their Meanings Unit Goal: SWBAT analyze the impact of specific word choices on a text’s meaning and tone, determining the meaning of the text’s words and phrases including their figurative and connotative meanings. Unit Assessment: SWBAT analyze the effects of an author’s use of words in poetry. Performance Assessment Prompt: In the 2 poems provided, the word “night” has very different meanings for the two authors. Explain its meaning in each poem and how through other words the author conveys the differences.

Sample – 2 nd Grade Math Estimate Unit Concept Unit # d # of or Question Days Unit Goal Unit Rationale Unit Assessment Standards (Common Core) 1 2 One of the most SWBAT To SWBAT important standards solve a story 2. OA. Regroup add three in Math for 2 nd problem 1, or Not to digit graders is to be able involving 2. NBT. Regroup numbers to add two digit chores and 1 -4 with numbers up to 100 payment in regroupin with and without candy using 12 g. regrouping. This is two-digit with usually a difficult skill regrouping to master; therefore, and explain though introduced their answer. early in the year, this skill will frequently be used throughout

Sample – 8 th Grade Pre-Algebra Estimat Unit Concept ed # of # or Question Days 1 2 17 Unit Goal Unit Rationale Unit Assessment This unit Students will The SWBAT introduces create a Pythagorea apply the students to the college quad n Theorem Pythagorea concept of the and find and n Theorem Pythagorean measureme Geometry to geometry Theorem and nts of sides in the real- basic Geometric and angles world. principles of using the angles and Pythagorean polygons. This Theorem unit incorporates and rules of multiple examples Geometry. to illustrate realworld applications of angles and measurements in Standards (Common Core) 8. G. 6, 8. G. 7, 8. G. 8

Sample – 10 th Grade Geometry Estimated Unit Concept Unit # # of Days or Question Unit Goal Unit Rationale Standards Unit (Common Assessment Core) 1 2 21 Students should be able Given the to use skills learned in volume Using SWBAT GGeometry calculate the Geometry for life-tasks and length GMD. 4, of a to Find size of a including finding size. At Gevery lesson, the rectangula Size figure by MG. 3 emphasis remains on r prism utilizing different ways to pool, various twomeasure shapes. SWBAT dimensional Because this unit calculate measuring appears early in the potential techniques. course, students will dimension build various skills that s and will be utilized in the next correspon units, including identifying congruent surface figures, using slope and area. distance formulas, and estimating size.

2 nd Grade Math Unit Goal: SWBAT add two digit numbers with regrouping. Performance Dear Second Grade, Assessment: I need your help! My name is Charlie Candy. My brother and sister don’t want to do their chores. They both said they would pay me in candy if I did their chores. I don’t know whose chores I should do. My sister said that she would give me 25 pieces of bubble gum and 27 pieces of chocolate if I washed the dishes for her. My brother said he would give me 38 pieces of bubble gum and 22 of chocolate to cut the grass. Sister Brother Whose job should I do? Sincerely, + + Charlie Candy

Performance Assessment Examples: 6 th Grade Math Unit Concept: Decimals Unit Goal: SWBAT apply operations to decimals to solve real-world problems. Performance Assessment: A Group of your family and friends is going to your favorite restaurant for your birthday. You have the printed menu in front of you. You are tasked with figuring out the bill.

1. What Restaurant are you going to? 2. Who is at the dinner? (between 4 -8 people) 3. What did each person order (drinks, appetizers, meal)? 4. Add the total cost of the meal together. 5. Subtract $15. 50 from the total cost of the meal you have a birthday gift certificate! 6. Figure out the meal + tax by multiplying the total cost by 1. 06. 7. Figure out the meal + tax + tip by multiplying the answer that you get from #6 by 1. 2. 8. Find the amount that each person pays. Divide the answer from #7 by the total number of people at the dinner table, NOT INCLUDING yourself; they are treating you for your birthday!!

HS Pre-Calculus Unit Goal: SWBAT translate between representations for conics, including graphical and algebraic (standard and general forms). Performance Assessment: The United States Geological Survey is charged with determining the epicenters of earthquakes. In order to accomplish this, they have stations across the country with seismographs, i. e. , machines capable of detecting motion. These machines are able to determine their distance from the earthquake. After a recent earthquake, two seismograph stations in two different locations in the United States provided the following data. The location of the first machine will be considered the origin – and the location of the other machine is given relative to it. The distance that movement was detected away from each machine is also given. Station Location Distance from Earthquake 1 Origin (0, 0) 25 km 2 50 km North 33. 5 km

1. For each of the two stations, write an equation representing the possible epicenters of the earthquake. Station 1: _____________ Station 2: _____________ 1. On graph paper, graph the equations for Stations 1 and 2 (on one graph). Label the possible epicenter(s) with a star. 2. Solve the system of nonlinear equations from Stations 1 and 2 by graphing to find the coordinators of the possible epicenter(s). Round your coordinates to the nearest whole number! Station 1: y= ___________ Station 2: y= ___________ Possible epicenters:

Performance Assessments: Examples 2 nd Grade Math (Arch of OKC) Unit Concept: Place Value through 1000 Unit Goal: SWBAT produce knowledge of three digit numbers using hundreds, tens, and ones. Performance Assessment: Using a deck of playing cards, student will generate and order the smallest and largest possible numbers using randomly selected three-digit numbers. A student selects three playing cards and writes the smallest and largest possible number. This is repeated three times. Student then orders the six numbers generated from smallest to largest and describes the process of ordering.

Performance Assessments: Examples 5 th Grade Math (Arch of OKC) Unit Concept: Fractions and Mixed Numbers Unit Goal: SWBAT solve real world addition and subtraction equations with fractions containing like and unlike denominators (including mixed numbers). Performance Assessment: Leah, Marta and Noah each added these fractions: 5/6 + 7/9 = ? Leah’s answer: 12/15 11/18 Marta’s answer: 2 9/18 Noah’s answer: 1 Two of the three answers are correct. A. Whose answers are correct? B. Explain the steps needed to obtain the correct answer. Draw a model to show your work.

Performance Assessments: Examples 6 th Grade Math (Arch of OKC) Unit Concept: Characteristics of Data Sets Unit Goal: SWBAT calculate measures of central tendency and variation. Performance Assessment: Sophia had a data collection party at her house. They did the following activities: - How many licks to the center of a Tootsie Pop? - How many jumps of rope in one minute” - How many minutes to run a mile? - How many seconds can you hula hoop? - How many slices of pizza are eaten by each person?

Performance Assessments: Examples 6 th Grade Math (Arch of OKC) Performance Assessment (cont’d): Create a reasonable set of data for ONE of these activities. Then find the mean, median, range, and mode of your data. What is the best measure of central tendency? Create a graph to display your data.

Take Home Points �Rubrics measure holistic performance �Rubrics Require: �Criteria relevant to the Unit Goal �Levels of Performance �Grading with rubrics requires professional judgments �A simple percentage can not be calculated from a rubric and recorded in a grading program.

To Do: �Create your SWBAT statement �Create your Performance Assessment Prompt